ArticleScandinavian journal of caring sciences2022
Psychiatric care and education understood from a student perspective: Enhancing competences empowering personal and social recovery.
Article in Scandinavian journal of caring sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- What is known about the development of relational competence in the mental health education of healthcare professionals - a scoping review.BMC medical education · 2025Article
- Impact of Empowerment Education Concept Plus Humanistic Care on Moods and Quality of Life in Lung Cancer Patients Undergoing Chemotherapy.Psychiatry and clinical psychopharmacology · 2025Article
- Psychiatric care and education understood from a student perspective: Enhancing competences empowering personal and social recovery.Scandinavian journal of caring sciences · 2022Article
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Authors and funding
6 authors.
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Abstract
backgroundDuring the last decades, a recovery-based approach has called for a change in mental health care services. Several programmes have been presented, and the need to develop student and professional competences in education and clinical practice has been documented.
aimThe aim of this study was to explore how psychiatric care is understood seen from a student perspective (nursing students, masters nurses and a master in applied philosophy) with focus on their personal competences and the educational interventions empowering processes for users' personal and social recovery.
methodA qualitative design with a phenomenological-hermeneutic approach based on the French philosopher Paul Ricoeur's theory of interpretation. Data were collected through semi-structured interviews.
findingsAll interviewees expressed that both theoretically and clinically students did not experience a recovery-oriented approach empowering users' personal and social recovery process. On the contrary, they experienced that both education and practice were dominated by a biomedical approach providing clinical recovery. However, several students were aware of their need of developing personal and relational competences to be able to support the users' personal and social recovery journey. The students expressed that there is a need for educational processes targeting personal competences in 'becoming a professional' supporting 'presentness and awareness' and thereby the development of relational abilities and the courage to engage. The results relate to two nursing schools and two universities.
conclusionA biomedical approach dominates and makes it difficult to develop students' personal competences during education in practice and theory vital to the development of personal and social recovery-oriented practices. It is recommended that educators-in practice and in school-accentuate presentness, awareness and creativity as crucial relational capabilities and incorporate this in their teaching and supervision method, supporting the education and formation of the students' (and teachers' and supervisors') personal development processes.
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